Analysis Of Cullman County Schools And Its Local Schools With Systemic Goals And Initiatives

Walker-Davidson announced, “I am thrilled to serve the district and the community in this new capacity. For the past four years I have served as the ABC district middle school principal and I feel that has provided me with a great foundation for moving forward. I am excited to work with the administrative team and staff in order to continue the academic growth within our school district. It is my personal goal to increase the graduation rate, test scores, and the availability of career readiness programs, as well as obtaining and training expert staff members.” Dr. Walker-Davidson went on to explain her mission for the school district to be: success driven, education focused, and student centered. I plan on carrying out this mission with expert educators, dedicated staff members, and community involvement.”

Prior to coming to Hoke County, Dr. Williamson had already served in a plethora of diverse roles in his educational career (e.g., teacher, assistant principal, vocational-educational director, principal, director of secondary and middle school education, director of personnel, associate superintendent, and a boys and girls basketball coach), therefore becoming a superintendent was inevitable; the school board knew he could advance the Hoke County’s School System, however the “key” was: he was a willing vessel.

For the purpose of this assignment, the leader I have chosen Ms. J, the principal of a charter school in New Orleans charter school named Harriet Tubman Charter School. Ms. J was also a founder of a school network that oversees 3 elementary to 8th grade schools. Founded in 2011 the schools now serve over 1700 students in the New Orleans area. Tubman Charter school has a staff of eighty. Ms. Lauses role is to oversee eight staff members that ensure that the school produces leading results for the state as well as promising scholars that will path their way to college. As the principal of this school specifically, Ms. J has large obstacles that go beyond the walls of the school. Harriet Tubman Charter school is within a neighborhood that struggles both economically and educationally. Almost 100% of the scholars qualify for a free lunch and are black or Latino and the kindergartens scholars that arrive on the first day know only one or two letters of the alphabet. Historically before Hurricane Katrina in New Orleans on 38% of public school students graduated high school (quote). While most people see this as a place where most people see extreme challenges, Ms. J see’s it as an opportunity for change and promise.

“Leaders don 't create followers, they create more leaders,” Tom Peter famously proclaimed. As the principal of Crestview Elementary, I have always taken this quote to heart by continuous striving to empower my faculty and staff. Most recently, I have decided to train my assistant principal, Kathy Robinson, who was appointed to her position this summer after ten years as a classroom teacher. I quickly recognized that she possessed many of the qualities that make great leaders. Kathy is an excellent communicator, a great problem solver, innovative, very personable, and cares about the students and staff (Sheninger, 2011). Therefore, I have decided to mentor her and hone her skills so that she will be prepared for a transition to the role of principal.

Great schools do not just happen. It is easy to envy successful schools and to equate their success to things such as a wealthy community, readily accessible resources, a supportive community, low diversity, and visionary leadership (Hollingsworth, 2016). While all of these factors certainly impact a school’s ability to reach high heights, successful schools are not built overnight. Successful schools are led by diverse administrators who all share the ability to access the important leverages of leadership. They are built on strong structures and driven by continual improvement over long periods of time. They have have stakeholder involvement, and this includes the community which they serve. The employees in these schools work well together, embrace each other's diversity, and create and follow well planned curriculums that target the needs of their students.

The plan outlines five goals that we have found for our school district. These goals show our commitment to provide the highest possible standards of education for all students in our district and to ensure the fair and equitable treatment of all members of our community. We consider understanding individual differences in each student and teacher so that we can adopt the appropriate programs of study for them of the utmost importance.

This professional development plan encompasses all professional development provided by the district using ANY source of funds. Plan may be submitted for up to 2 years.

Identifies strengths and resources already found in the individual, family, school, and community and adds new information and a new perspective for creating and growing resources.

Mr. O’Connor shared results from a survey that was conducted in the spring, as well as the outcome from two focus groups. An item that was stressed very strongly in the assessments was that people aren’t aware of how much Monroe Public Schools has to offer. Strategies were discussed such as fostering an emotional connection with parents and community leaders; developing communication formats that are effective and consistent; and to create a feedback system

The agenda was precise and followed routine procedures regarding presentation of information. As usual the local school board of Cullman City Schools was very clear and methodical in the presentation of the agenda and maintained a strong sense of professionalism throughout the meeting. The groups that asked questions and had concerns seemed to very pleased with the responses that they received from the school board. The information that was provided to the various groups and parents helped the various groups gain a better understanding of the school board’s position on specific topics all while providing a clear understanding of the overall outcome that the school is wishing to achieve. The announcement of another special called board meeting on October 9th, 2015, at 9:30 a.m. was made. This announcement was made to inform all individuals who wish to attend, the opportunity to once again be a part of the ongoing discussion and search for the next superintendent of Cullman City

At Havering, the common shared value between the Local Authority and the Schools allows us to plan long term and short term goals that benefits students and staff. By communicating with the schools we can understand what their needs are and how collaborating can mutually benefit both parties and can live up to or exceed their expectations.

As an educational leader, I must have a vision and mission statement for the school that is known by the staff, students, and parents. The vision will address the needs of the students academically, emotionally, and socially. According to DuFour (1998), “ Those who seek to transform their school into a professional learning community as characterized by an environment fostering mutual cooperation, emotional support, personal growth, and a synergy of efforts.” The leader must implement a plan that will cultivate the success of all students. The mission will speak to the direction of the school community stating what the desire goals are. The building leader will lead by example. High expectations will be communicated and encourage by staff and students. The educational leader of a school must develop a culture of team work to create a climate that is student friendly. The vision mission and goals of the leader should be transparent. The establishment of common goals is the first step. Without common goals, sustainable progress will be impossible and thus everyone will have lower expectations. The students, parents, and staff should be commented to the goals of every child reaching their full academic potential. The school environment should speak to goal setting and high expectations for all students and staff.

(b) To challenge those currently in leadership of public schools to take seriously the task of building “a new coherence and community of commitment in public schools” (Hansot & Tyack, 1986, pp. 249-262).

Analysing progress – After progress has been made analyse what went right and what needs improving. Set goals to build on the progress further to ensure that this is measurable this

Establish the short term and long term goals aligned to strategy. Run as a project if suitable i.e. develop schedule, budget, resource plan, etc. Identify some early wins.